Bioma Caatinga no ensino de geografia: uma proposta de cartilha didático pedagógica para o ensino fundamental

Abstract

The theme addressed in this study is inherent to the teaching and learning process of objects of Geography knowledge, specifically, the content that refers to the studies of the Caatinga biome. When teaching this curricular component, in the final years of Elementary School, it was not possible to identify in the available material, a selection and organization of significant and socially relevant contents to be worked with the students. Based on this problem, the following question arises: what can be done so that students in the final years of elementary school have access to the content of their reality as subjects from the Caatinga? Thus, we proposed as a research objective to produce a booklet with images and information of the local landscape, weaving a bridge between the information that is available about this space and what the theoretical concepts about the biome say. The methodology used to achieve this objective, as it is a qualitative approach, were: data collection through the application of a semi-structured questionnaire, document analysis and bibliographical research. The research collaborators are a group of twenty Geography teachers from different schools located in the geographical context of the biome under study. For a conceptual approach to terms such as sertão, place, landscape, flora and fauna, discussions by Tricart (1982), Relph, (1979) Santos and Chiapeti (2011) are used; the concept of caatinga is given by Alves (2007). For the construction of the booklet, an exploratory visit to the locus was carried out to capture photographs, which, associated with bibliographical and documentary research, support the research object. The construction of the final product, the booklet, aims to fill gaps related to teaching of the Caatinga biome from a new understanding of space, place, landscape, fauna and flora, which we cannot find in Geography textbooks. We found that the studies that were published on the landscape aspects of the Caatinga are fragile and that awareness of the need to care for, preserve and keep the species of the biome alive is still very timidly presented in the classrooms. The present study brings new perspectives for the teaching of geography in the context of our biome